必修2 unit 4 using language说课稿

Module 2 Unit 4 Wildlife protection
Period 4 using language
Lesson Type: Using language
PartⅠ: Analysis of the Teaching Materials
1.Related to speaking and writing skills, it just meets the requirement of the new curriculum. We are supposed to design or discuss with proper tasks for speaking and writing. So in such a teaching situation, the guideline is to improve the students writing abilities, which will make the teaching system more reasonable and effective.
nguage is learned to be used in and for communication. So in this period we shall take the center around wildlife protection, making use of the words, expressions, structures and topic ideas covered in this unit.
3. The principles and models I adopt is top-down model. It proves that one’s background knowledge plays a more important role than new words and structures in speaking and writing. It is believed that in teaching writing, the teacher should teach the background information first, so it will be easier for students to grasp the writing from speaking in a greater extent.
Part Ⅱ: Analysis of Students’ Situation
1. Based on new curriculum and constructivist theories, the major objective of this lesson is how to take the students as the centre and cultivate their learning strategies.
2.As Senior one students, they dare to e xpress their own opinions. They’re not satisfied with acquiring knowledge from the textbook, but to obtain more interesting information. Therefore, if we provide them with proper guidance and more encouragements according to their learning status, they will be interested in learning the new curriculum actively. Part Ⅲ: Teaching Objectives
3-Dimensio nal teaching aims Target language:
a.Important words and phrases:
Endangered, ending, threatened
eful expressions:
So that... In order to... To help/save...
I’m going / am ready/would like/ would rather not/intend/plan to...
Ability goals:
a.To practic e students’ speaking ability about endangered animals.
2.To practic e students’ writing skills of how to offer help or save endangered
animals.
Moral goals:
a.How to protect endangered animals or wildlife .
b.To help the students to learn how to write a letter.
Teaching key points A. The students will be able to speak the topic properly.
B.How to write a letter of wildlife protection .
Teaching difficult points A. How to help the students accomplish the task of discussion and writing.
B. The students will able to write a offering help or saving distinction animals.
Teaching strategies Teaching methods:
A. Individual, pair work or discussion to make every student take an active part in the activities in class.
B. Task-based approach to discuss the topics.
C. Cooperative method for writing and developing their learning strategies. Learning ways
A. Teach the students how to master the effective speaking skills.
B. Discussion getting the students to master wh at they’ve learned.
C. Cooperative learning teaches the Ss how to be a successful language learner.
PartⅣ: Teaching Resources:
Through Speaking and Writing part, and Power Point presentations, to stimulate students’learning motivation and arouse their learning interests.
PartⅤ: Teaching Procedures:
Steps Teacher’s activities Students’ activities Design purposes Time
Step1. Lead-in
Ask two questions:
What is your impression
of the dinosaur?
Being prepared for
the class, and deliver
their opinions.
To arouse
students’attention
into class,
preparing for the
class.
Step2.Fast Reading Ask questions:
1.When did dinosaurs
live?
2. When did
dinosaurs die out?
3.According to the
UN report, how many
animals and plants
have disappeared in
the last 500 years?
Do pair work, ask and
answer each other.
To train the
students’fast
reading abilities.
Step3. Speaking Talk about the
possible reasons for
the disappearance of
dinosaurs.
Group work, discuss
the problems
designed in this
period.
To develop
students’speaking
abilities.
Step 4. Discussion Choose another
endangered animal
which you know
about. 1.why is this
animal endangered?
2.Why did it die out?
3.What might be the
reasons for its
distinction?
In group of 4,discuss
and answer the
questions mentioned
in this part.
To get the students
focused on talking
about main topics.
Step 6. Writing 1.Explain the
structure, Connecting
words and formate of
a letter.
2.Write a letter about
how to offer help or
save wildlife of their
own.
3.Swap and polish
the letter.
4.Share or present
the letter.
1.Finish the letter
individually.
2.Exchange and
correct their letters.
To improve the
students’writing
abilities and learn
to how to
cooperate in a
group.
Step 7. Homework Finish writing the letter
to WWF.
Accomplish their
assignment after
class.
To be
autonomous
learners.
PartⅥ: Blackboard Design
Unit 4 Wildlife protection
-Using language
Formal start to
the letter
PowerPoint Presentations (1-)
Structure ｛Body
Formal ending to
the letter
Endangered ,threatened, so that...
Part Ⅶ: Self-assessment
If time permits, Give each student a questionnaire, ask them to finish it, see what kind of students they are if they want to be good students.
Part Ⅷ: Reflection。